Supervisors info:
Αφροδίτη Τσαλγατίδου, Αναπληρώτρια Καθηγήτρια, Τμήμα Πληροφορικής και Τηλεπικοινωνιών, ΕΚΠΑ
Αγορίτσα Γόγουλου, Ε.ΔΙ.Π., Τμήμα Πληροφορικής και Τηλεπικοινωνιών, ΕΚΠΑ
Summary:
The purpose of this dissertation is to use the Learner centered Learning (LcL) environment – which is a newer version of SCALE (Supporting Collaboration and Adaptation in a Learning Environment) online learning environment - in order to support the learning process of the undergraduate course " Introduction to Computer Science and Telecommunications", at the Department of Informatics and Telecommunications, at National and Kapodistrian University of Athens (NKUA). The course is taught at the winter semester of the academic year. It is mainly addressed to first year students, but it also attended by advanced students. Teaching is supported by lectures and e-class platform (https://eclass.uoa.gr/courses/D253/). E-class is used for the provision of educational material, the communication among teachers and students and the support of students on various topics. The LcL environment was used by undergraduate students for practice through their participation in various activities related to course topics.
This dissertation is being focused on the management of the LcL environment during the time period of winter semester 2018 - 2019. This is a beta version of the new environment, which is been applied to a large number of student - users to university education, for first time. Also, new material was created according to LcL specifications. In this direction, educational material was extracted from SCALE environment and adapted to LcL structure and functionality. The educational material supports all the topics of the course.
In addition, student - user is being supported via e-class the whole period time of the semester. Students' communication was taking place through forum organized by various topics and email, and the hotjar tool in the LcL environment. Using communication channels with students, suggestions about improvement of LcL environment, difficulties of students to understand the activities as well as other operational problems were recorded. The development team of the LcL has been informed for any malfunctions that occurred, besides the suggestions for improvements in order to resolve them.
Finally, an analysis of the impact of using LcL on the final grades of the students, including the exams, was carried out. Last but not least, the functional errors of the platform, the proposed solution and the evaluation of the whole LcL platform by the students, is presented.
Keywords:
e-learning, e-class, Learner centered Learning (LcL) platform, activities
